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Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education

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Abstract

Visualizing molecular conformations and complex compound structures and chemical transformations in 3D is one of the most difficult tasks for undergraduate chemistry students. Modern computational technologies have revolutionized every aspect of our lives, including education. As a result, many researchers and educators are working on enhancing student learning and improving construction of knowledge by employing technologies that better illustrate theoretical concepts, such as the visualization of molecular geometry in chemistry. Here, to aid students in understanding molecular structures and chemical reaction mechanisms at the molecular level, we initially developed several 3D animations of fundamental chemical transformations aimed at organic chemistry courses for second- and third-year undergraduate level. These animations became the basis for the 3D augmented reality tool called ARchemy. A comprehensive survey was conducted to gather student feedback on the effectiveness of these tools and their perception of the subject matter using these technologies, which will be presented in this project.

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Acknowledgments

We would like to thank the Department of Physical and Environmental Sciences at the University ofToronto Scarborough for their support and our Centre for Teaching and Learning (CTL) for funding throughthe Instructional Technology Innovation Fund (ITIF). We sincerely thank Dina Soliman, our frontlineeducational technology technician at CTL, for compilation of all the survey data and analysis from Quercus,our course management system as well as Michael Spears from MADlab for technical explanations of thetechnology, and Tamara Bahr and Sarah Forbes for manuscript proof reading.

Funding

ITIF (Instructional Technology Innovation Fund) and CTL (Center for Teaching and Learning).

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Authors and Affiliations

  1. Department of Physical and Environmental Sciences, University of Toronto Scarborough, 1265 Military Trail, Toronto, Ontario, M1C 1A4, Canada

    Maryam Abdinejad & Shadi Dalili

  2. Department of Design, School of the Arts, Media, Performance and Design, York University, 4008 Dahdaleh Building, 4700 Keele Street, Toronto, Ontario, M3J 1P3, Canada

    Borzu Talaie

  3. School of Information Technology, Carleton University, Azrieli Pavilion 230, 1125 Colonel By Drive, Ottawa, Ontario, K1S 5B6, Canada

    Hossain S. Qorbani

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  1. Maryam Abdinejad
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Abdinejad, M., Talaie, B., Qorbani, H.S. et al. Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education. J Sci Educ Technol 30, 87–96 (2021). https://doi.org/10.1007/s10956-020-09880-2

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